GROUPING STUDENTS

GROUPING STUDENTS

1. A. DIFFERENT GROUPS

   • A1. Whole-class teaching
     • Teachers traditionally sits students all together one behind the other making lines.This model can has different advantages such as:
       • It makes groups more unified so feelings, emotions and the knowledge itself are transmitted as a wholecreating and engaging atmosphere
       • It allows teacher to take control of the whole class and present materials such as videos, slides, images, etc.. in a better way
       • It allows students to get a better understanding of the learning in the classroom
   • A2. Seating whole-group classes
     • Orderly rows
       • Have a wider and more clear perspective of the classroom
       • Work with the whole class, work better with grammar points and watch videos with presentations or slides
     • Horses shoe
       • Share feelings and emotions better
       • Fell more involved in the classroom
     • Circle
       • Appropiate for smaller groups
       • Students feel less dominated by the teacher
       • Creates a feeling of equality between students
     • Separate tables
       • Group work is easy to arrange
       • Better for mixed ability classes
   • A3. Students on their own
     • Individualised learning
       • Advantages
         • It is less stressful for students
         • Learner autonomy
         • It can be a way of restoring peace
         • It allows teachers to respond individual students' differences
       • Disadvantages
         • It does not encourage cooperation
         • It takes more time
   • A4. Pairwork
     • Disadvantages
       • Very noisy
       • Misbehavior
       • It could be problematic if they do not like their partner
       • Some students prefer to interact with the teacher
     • Advantages
       • Increases the amount of speaking time
       • It allows students to work and interact independtly
       • It allows teachers time to work with some pairs
       • It promotes cooperation
       • Quick and easy
   • A6. Ringing the changes
     • Deciding when to put students in groups, pairs, individually, or teach the whole class depends on
       • The task
         • Buzz groups
         • Quickly-organised pairs
       • Varity in a sequence
         • Many activities in whole-class grouping
           • For a change now make pairwork or groupwork
         • Many activities in pairwork or groupwork
           • For a change now make individual work
       • The mood
         • Restless students with a whole-class activity
           • Make groups
         • If the grous appear to be losing their way
           • Make a whole-class grouping
   • A5. Groupwork
     • Advantages
       • Increases the time to talk
       • Personal relationships are less problematic
       • It encourages broader skills of cooperation and negotiation
       • It promotes learner autonomy
       • Students can choose their level of participation
     • Disadvantages
       • It is likely to be noisy
       • Some students prefer to be the focus of the teacher
       • Individuals may fall into group roles
       • Groups can take longer to organize

2. B. ORGANISING PAIRWORK AND GROUP WORK

   • Persuade reluctan to work in pairs or groups
     • It is easier for students to believe that it is worthwhile if they consider the activities to be a success.
       • B1. Making it work
         • Spend some time discussing learning routines
           • Make a group activity, and when It is over, ask them how the felt about it
             • With this, we can plan activities that adapt better, so that in future activities they can work without problems
       • B2. Creating pairs and groups
         • How are we going to form the pairs or groups?
           • Friendship
             • Students decide who they want to work with
           • streaming
             • Groups with a mixture of weaker and stronger students
           • Chance
             • Theres no special reason to form groups
           • Task
             • The task determines who have to work with whom
           • Changing groups
             • Make pairs and then groups or viceversa
           • Gender and status
             • Have in mind the context in order to create a Coeducational group
           • Reflexion
             • Mixing and moving students is good for classroom atmosphere
       • B3. Procedures for pairwork and groupwork
         • Before
           • 'Engage-instruct-initiate' sequence
             • Students should understand the instructions and agree to the tasks
         • During
           • The teacher can stand (at the front or the side of the class), monitor, intervene, or participate in the work.
         • After
           • Constructive feedback
       • B4. Troubleshooting
         • Finishing first
           • Some groups of students may finish first than others
             • Look for solutions
               • Tell the students who are finished to rest for a while
               • Stop activity for everyone
               • Task-related extensions or spare activities
         • Awkward groups
           • Some combinations of students may not be ideal
             • Look for solutions
               • Change the pairs or groups
                 • One way of finding out about groups is by observing.

Imágenes y archivos del mapa